The Effects of Image and Animation in Enhancing Pedagogical Agent Persona

Abstract

The purpose of this experimental study was to test the role of image and animation on: a) learners' perceptions of pedagogical agent persona characteristics (i.e., extent to which agent was person-like, engaging, credible, and instructor-like); b) agent value; and c) performance. The primary analysis consisted of two contrast comparisons: 1) comparing the presence/absence of agent image; and 2) comparing static versus animated agent images. In the study, 75 preservice teachers developed an instructional plan for a case study involving designing economics instruction for the concepts of supply and demand within the MIMIC (Multiple Intelligent Mentors Instructing Collaboratively) agent-based environment. Overall, animation was found to be beneficial for all four persona characteristics, but not always as the single best implementation. For the agent to be perceived as instructor-like, a strong positive effect was found for the presence of agent animation. Agent credibility was facilitated by either a static or animated image, with the presence of an image being critical. Perceptions of the agent as engaging and person-like were also improved by animation, although person-like was not affected by presence/absence of image. Results are discussed in terms of implementing anthropomorphic pedagogical agents to support computer-based instruction.

Promoting motivation with virtual agents and avatars: role of visual presence and appearance

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Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

“…They consist of the aspects of the visual and auditory presence of the APA that are hypothesized to ''make the learning experience more interesting, believable, or natural'' (p. 508). Empirical studies of these properties have explored the influence of the APA's age, gender, ethnicity, politeness, responsiveness, dynamism, and visual appeal, among others (e.g., André et al 1996;Arroyo et al 2011Arroyo et al , 2009Baylor 2011;Baylor and Kim 2004;Baylor and Ryu 2003;Craig et al 2002;Domagk 2010;Kim et al 2007;Lester et al 1997;Moreno 2004;Moreno et al 2000;Plant et al 2009;Wang et al 2008;Woolf et al 2010). Given our special interest in gender and science education, we summarize below the empirical studies that have investigated gender and motivation in relation to APAs in virtual science learning environments.…”

A Bizarre Virtual Trainer Outperforms a Human Trainer in Foreign Language Word Learning

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